The widespread adoption of the internet has provided new platforms and possibilities for Chinese language instruction. Students can utilize online resources or mobile devices for learning outside the classroom, while teachers can shift the “intensive instruction” component of comprehensive Chinese courses to extracurricular settings. This approach enables increased practice time during class sessions, truly placing the learner at the center of the educational process. The flipped classroom model aligns with this philosophy and complements the disciplinary characteristics of comprehensive Chinese courses. In practice, implementing the O-PIRTAS universal flipped classroom model revealed its effectiveness in enhancing oral proficiency and overall competency. However, it is essential to concurrently address students’ writing skills and cultivate their awareness of the flipped classroom approach.